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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Introduction to the Special Issue: Critical Reflections and Future Directions in the Study of Race, Ethnicity, and Motivation
Akane Zusho, Revathy Kumar
Educational Psychologist (2018) Vol. 53, Iss. 2, pp. 61-63
Closed Access | Times Cited: 43

Showing 1-25 of 43 citing articles:

Where do we go from here in academic motivation theory and research? Some reflections and recommendations for future work
Allan Wigfield, Alison C. Koenka
Contemporary Educational Psychology (2020) Vol. 61, pp. 101872-101872
Closed Access | Times Cited: 158
Academic motivation theories revisited: An interactive dialog between motivation scholars on recent contributions, underexplored issues, and future directions
Alison C. Koenka
Contemporary Educational Psychology (2020) Vol. 61, pp. 101831-101831
Closed Access | Times Cited: 157
The Evolution of Race-Focused and Race-Reimaged Approaches in Educational Psychology: Future Directions for the Field
Jessica T. DeCuir‐Gunby, Paul A. Schutz
Educational Psychology Review (2024) Vol. 36, Iss. 1
Open Access | Times Cited: 17
Envisioning a Culturally Imaginative Educational Psychology
Ronnel B. King, Dennis M. McInerney, Riddhi J. Pitliya
Educational Psychology Review (2018) Vol. 30, Iss. 3, pp. 1031-1065
Closed Access | Times Cited: 140
A situative turn in the conversation on motivation theories
Susan Bobbitt Nolen
Contemporary Educational Psychology (2020) Vol. 61, pp. 101866-101866
Closed Access | Times Cited: 105
Can educational psychology be harnessed to make changes for the greater good?
Francesca López
Educational Psychologist (2022) Vol. 57, Iss. 2, pp. 114-130
Closed Access | Times Cited: 44
What Can Educational Psychology Learn From, and Contribute to, Theory Development Scholarship?
Jeffrey A. Greene
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 3011-3035
Open Access | Times Cited: 40
Racisms of commission and omission in educational psychology: A historical analysis and systematic review
Kamden K. Strunk, Carey E. Andrzejewski
Educational Psychologist (2023) Vol. 58, Iss. 2, pp. 57-69
Closed Access | Times Cited: 25
Need-support facilitates well-being across cultural, economic, and political contexts: A self-determination theory perspective
Ronnel B. King, Joseph Y. Haw, Yi Wang
Learning and Instruction (2024) Vol. 93, pp. 101978-101978
Closed Access | Times Cited: 14
Achievement Motivation: What We Know and Where We Are Going
Allan Wigfield, Katherine Muenks, Jacquelynne S. Eccles
Annual Review of Developmental Psychology (2021) Vol. 3, Iss. 1, pp. 87-111
Closed Access | Times Cited: 51
What is the role of race in educational psychology? A review of research in Educational Psychologist
Revathy Kumar, Jessica T. DeCuir‐Gunby
Educational Psychologist (2022) Vol. 58, Iss. 1, pp. 1-17
Closed Access | Times Cited: 34
Complex Social Ecologies and the Development of Academic Motivation
Ellen A. Skinner, Thomas A. Kindermann, Justin W. Vollet, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 2129-2165
Closed Access | Times Cited: 30
Self-regulatory processes within and between diverse goals: The multiple goals regulation framework
Yeo-Eun Kim, Shirley L. Yu, Christopher A. Wolters, et al.
Educational Psychologist (2023) Vol. 58, Iss. 2, pp. 70-91
Closed Access | Times Cited: 17
Four Guideposts toward an Integrated Model of Academic Motivation: Motivational Resilience, Academic Identity, Complex Social Ecologies, and Development
Ellen A. Skinner
Educational Psychology Review (2023) Vol. 35, Iss. 3
Closed Access | Times Cited: 17
Using critical race mixed methodology to explore the experiences of African Americans in education
Jessica T. DeCuir‐Gunby
Educational Psychologist (2020) Vol. 55, Iss. 4, pp. 244-255
Closed Access | Times Cited: 43
Parental Influences on Achievement Motivation and Student Engagement
Janine Bempechat, David J. Shernoff, Shira Wolff, et al.
Springer eBooks (2022), pp. 403-429
Closed Access | Times Cited: 27
Social motivation and deep approaches to learning: a nationwide study among Chinese college students
Meng Xie, Ronnel B. King, Yan Luo
Higher Education (2022) Vol. 85, Iss. 3, pp. 669-687
Closed Access | Times Cited: 25
Using interpretive phenomenological analysis to advance theory and research in educational psychology
Alyssa Emery, Lynley H. Anderman
Educational Psychologist (2020) Vol. 55, Iss. 4, pp. 220-231
Closed Access | Times Cited: 34
Validity evidence for a short scale of college students’ perceptions of cost
Patrick N. Beymer, Melissa Ferland, Jessica Kay Flake
Current Psychology (2021) Vol. 41, Iss. 11, pp. 7937-7956
Closed Access | Times Cited: 31
Communally engaged educational psychology: A philosophy of engagement
DeLeon L. Gray, Alexandra A. Lee, Brooke Harris-Thomas, et al.
Educational Psychologist (2023) Vol. 58, Iss. 4, pp. 261-277
Open Access | Times Cited: 11
Commitments to doing differently: Paradigm shifts necessary for critical educational psychology research
Sarita Y. Shukla, Falynn A. Thompson, Sarah B. Shear
Contemporary Educational Psychology (2025), pp. 102342-102342
Closed Access
The Cultural Significance of “We-Ness”: Motivationally Influential Practices Rooted in a Scholarly Agenda on Black Education
DeLeon L. Gray, Joanna N. Ali, Tamika L. McElveen, et al.
Educational Psychology Review (2022) Vol. 34, Iss. 4, pp. 1985-2013
Closed Access | Times Cited: 18
Supporting student voice in science classrooms: The limits of psychosocial approaches and the importance of sociocultural and critical perspectives on student agency
Christine L. Bae, Ananya M. Matewos, John E. Fife
Educational Psychologist (2024), pp. 1-21
Closed Access | Times Cited: 3
The conceptualization of costs and barriers of a teaching career among Latino preservice teachers
Bradley W. Bergey, John Ranellucci, Avi Kaplan
Contemporary Educational Psychology (2019) Vol. 59, pp. 101794-101794
Open Access | Times Cited: 29
Introduction to the special issue on policy-oriented research: Enhancing the relevancy of educational psychology to policy
Sharon L. Nichols, Imogen R. Herrick
Educational Psychologist (2023) Vol. 58, Iss. 4, pp. 205-213
Open Access | Times Cited: 7
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